I don’t think we have it right when we claim that the kids have acquired something. How do we know? Stories are so powerful and can convey so much so fast in ways that we don’t fully understand that when the kids are following a story line, fully focused only on meaning, we cannot say one […]
This is my new number one story of all time. It rocked today. I had so much fun bc the transitions are so clear. The flow is easy. We can ask what kind of jewerly the kid wants which allows us to teach all kinds of vocabulary like lip rings – in one class a
This is a partial list of acronyms used on this site. If the reader finds more that should be added to this list, please let me know at benslavic@yahoo.com. To use this list, the reader need only click on the category on the PLC associated with the acronym, where there are articles explaining each one:
Brigitte gave us a link for embedded readings on Laurie’s site: http://blog.heartsforteaching.com/2010/02/25/one-way-to-create-an-embedded-readinga-simpler-version.aspx If the link doesn’t work, just go to Laurie’s blog on “www.heartsforteaching.com” and do an “advanced search” on embedded readings. Thank you Brigitte and Laurie.
I would like the group to add a few explanations of common abbreviations, etc. that we take for granted but that some group members who are new to the method might benefit from seeing listed here. If we do it together, it will be more thorough. Here is what I am offering as starters: TPRS
John said in a comment: Haven’t we come to the conclusion that all input during years 1 and 2 should be auditory input? Is there, or should there even be, room for extended readings during this time, unless they are basically transcriptions of class stories, and have 90% or more known vocabulary? My response (updated
Robert sent an excellent final exam format, which first posted in January. You can find the graphic on the posters page as “Final Exam Graphic, Robert Harrell”. Robert explains: The paper they will be writing on has six blank boxes on each side. Between each box is an arrow indicating the flow direction. Beneath each
Don’t click on any hyperlinks here. I am writing a parallel novel to Le Nouvel Houdini, but one that is “twisted”. What do I mean by twisted? It is a new novel that is just weird enough, but not overly so, to get teenagers to raise eyebrows while reading it, while taking the original plot of
If anyone can help me find that place where we talk about WHY our classes are rigorous, I want to add it to the Rigor category here. The reason for that is that many of us will be observed next year and will have to respond to that question, seen through ignorant eyes of observers
I’m going to have to shut down for awhile here. The virus has moved from my email account into the PLC here. I’ll get it back working if I fix it. Otherwise I’m getting a Mac.
Jody has written: …we have our expectations engraved in our consciousnesses. [Our students] don’t. That stuff goes off their screens so fast. I am much less personally insulted now than I used to be when they don’t appear to remember these important things. It’s my job to get the expectation back up on their screen – that’s all.
